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Books by Anderson Lorin
  | | Inquiry, Data, and Understanding A Search for Meaning in Educational Research (Contexts of Learning) by Lorin W. Anderson Paperback, 272 Pages, Published 2020 by Crc Press ISBN-13: 978-0-367-60371-7, ISBN: 0-367-60371-3 "Each section contains an introduction that places the chapters in that section in a historical and personal context. The fourth section, which concludes the book, summarises four lessons that were learned about becoming a researcher." |
 | | Classroom Assessment(1st Edition) Enhancing the Quality of Teacher Decision Making (Communication) by Lorin W. Anderson, John Anderson Paperback, 200 Pages, Published 2002 by Routledge ISBN-13: 978-0-8058-3602-8, ISBN: 0-8058-3602-0 "This book is based on the belief that decision making is perhaps the most critical of all teaching skills and that good assessments lie at the core of good decision making. To become better teachers then, teachers must learn to make informed decisions about both individual students (learning decisions) and about groups of students (teaching decisions). This book gives equal status to both types of decisions and shows how assessment is i ..." |
 | | Assessing Affective Characteristics in the Schools(2nd Edition) by Lorin W. Anderson, Sid F. Bourke Paperback, 232 Pages, Published 2000 by Routledge ISBN-13: 978-0-8058-3198-6, ISBN: 0-8058-3198-3 "The affective realm is a critical, but often forgotten, aspect of schooling. The development of character and the formation of appropriate learning environments rely to a large extent on understanding the affective nature of students. Even when the focus is on cognitive achievement, affect has a role to play. Teachers frequently mention a lack of motivation as a primary reason for students not achieving as well as they should or as well ..." |
 | | Teacher Peer Assistance and Review(1st Edition) A Practical Guide for Teachers and Administrators by Lorin W. Anderson, Leonard O. Pellicer Hardcover, 192 Pages, Published 2001 by Corwin ISBN-13: 978-0-7619-7693-6, ISBN: 0-7619-7693-0 "This book is about developing a Peer Assistance and Review (PAR) programme, where teacher partnership through joint responsibility improves the quality of teaching, strengthens teacher professionalism, and ultimately, enhances student learning. Peer assistance helps both new and veteran teachers improve and update their knowledge and skills by linking them with "consulting teachers" who provide support through observation, modeling, and ..." |
 | | A Handbook for Teacher Leaders(1st Edition) by Lorin W. Anderson, Leonard O. Pellicer Paperback, 264 Pages, Published 1995 by Corwin ISBN-13: 978-0-8039-6173-9, ISBN: 0-8039-6173-1 "Though schools have long relied on teachers to assume leadership roles, they have received little assistance in becoming the leaders they are expected to be. Leadership preparation tends to focus on teaching educators to become administrators rather than teacher leaders. This innovative sourcebook is designed to redress the balance. Based on a thorough review of current literature, A Handbook for Teacher Leaders guides readers through ..." |
 | | Teacher Peer Assistance and Review(1st Edition) A Practical Guide for Teachers and Administrators by Leonard O. Pellicer, Lorin W. Anderson Paperback, 192 Pages, Published 2001 by Corwin ISBN-13: 978-0-7619-7694-3, ISBN: 0-7619-7694-9 "... London EC2A 4PU United Kingdom Sage Publications India Pvt. Ltd. M-32 Market Greater Kailash I New Delhi 110 048 India Printed in the United States of America Library of Congress Cataloging-in-PubHcation Data Anderson, Lorin W. Teacher peer assistance and review: A practical guide for teachers and administrators / by Lorin W. Anderson and Leonard O. Pellicer. p. cm. Includes bibliographical references and index. ISBN 0-7619-769 ..." |
 | | Assessing Affective Characteristics in the Schools(2nd Edition) by Lorin W. Anderson, Sid F. Bourke Hardcover, 232 Pages, Published 2000 by Routledge ISBN-13: 978-0-8058-3197-9, ISBN: 0-8058-3197-5 "The affective realm is a critical, but often forgotten, aspect of schooling. The development of character and the formation of appropriate learning environments rely to a large extent on understanding the affective nature of students. Even when the focus is on cognitive achievement, affect has a role to play. Teachers frequently mention a lack of motivation as a primary reason for students not achieving as well as they should or as well ..." |
 | | A Taxonomy for Learning, Teaching, and Assessing(1st Edition) A Revision of Bloom's Taxonomy of Educational Objectives, Abridged Edition by David R. Krathwohl, Lorin W. Anderson, Peter W. Airasian, Kathleen A. Cruikshank, Richard E. Mayer, Paul R. Pintrich, James Raths, Merlin C. Wittrock, Benjamin Samuel Bloom Paperback, 336 Pages, Published 2000 by Pearson ISBN-13: 978-0-8013-1903-7, ISBN: 0-8013-1903-X " This revision of Bloom's taxonomy is designed to help teachers understand and implement standards-based curriculums. Cognitive psychologists, curriculum specialists, teacher educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes. In combination, these two define what students are expected tolearn in school. Like no other text, it explores curriculums from three unique pe ..." |
 | | Research in Classrooms(1st Edition) The Study of Teachers, Teaching, and Instruction by Lorin W. Anderson, Robert Bounds Burns, M. J. Dunkin Hardcover, 373 Pages, Published 1989 by Pergamon ISBN-13: 978-0-08-034060-9, ISBN: 0-08-034060-1 "This book is the only one to date which takes up epistemological issues concerning classroom research and pursues them in relation to design and methodological matters with depth and balance. It deals with all of the perennial issues that have divided scholars in the field and contributes more to achieving points of reconciliation than has previously been available. This is not yet another substantive review of the findings of classroo ..." |
 | | The IEA Classroom Environment Study(1st Edition) by Lorin W. Anderson, Doris W. Ryan, Bernard J. Shapiro, D.W. Ryan, B.J. Shapiro Hardcover, 350 Pages, Published 1989 by Pergamon ISBN-13: 978-0-08-037268-6, ISBN: 0-08-037268-6 "This book reports the design, execution, and results of a cross-national study of classrooms in eight countries. Students were administered tests and completed questionnaires at the beginning and the end of the study. Teachers also completed questionnaires. Classrooms were visited by trained observers on the average of eight times during the study. The data were analyzed in a variety of ways: simple summaries, sequential analyses, and m ..." |
 | | Time and School Learning Theory, Research, and Practice by Lorin W. Anderson, Louis Wilmer Anderson Hardcover, 260 Pages, Published 1984 by Palgrave Macmillan ISBN-13: 978-0-312-80505-0, ISBN: 0-312-80505-5 |
 | | High School Leaders and Their Schools Volume II: Profiles of Effectiveness by Dr Leonard O. Pellicer, Scott D. Thomson, Lorin W. Anderson, James W. Keefe, Edgar A. Kelley, Lloyd E. Mccleary Paperback, 110 Pages, Published 1990 by National Association Of Secondary School Prin ISBN-13: 978-0-88210-238-2, ISBN: 0-88210-238-9 "Book by None" |
 | | Research in Classrooms The Study of Teachers, Teaching, and Instruction by Lorin W. Anderson, Robert B. Burns, M. J. Dunkin Paperback, 386 Pages, Published 1989 by Pergamon ISBN-13: 978-0-08-034059-3, ISBN: 0-08-034059-8 "This book is the only one to date which takes up epistemological issues concerning classroom research and pursues them in relation to design and methodological matters with depth and balance. It deals with all of the perennial issues that have divided scholars in the field and contributes more to achieving points of reconciliation than has previously been available. This is not yet another substantive review of the findings of classroo ..." |
 | | Perspectives on School Learning Selected Writings of John B. Carroll (Psychology of Education and Instruction Series) by L. W. Anderson, John Bissell Carroll, Lorin W. Anderson Hardcover, 440 Pages, Published 1985 by Routledge ISBN-13: 978-0-89859-343-3, ISBN: 0-89859-343-3 "Carroll, J . B. A primer of programmed instruction in foreign language teaching. International Review of Applied Linguistics, 1963, I, I15-141. (e) Carroll, J. B. Programmed instruction and student ability. Journal of Programmed Instruction, 1963, ..." |
 | | Mastery Learning in Classroom Instruction(1st Edition) (Current topics in classroom instruction series) by James H. Block, Lorin W. Anderson Paperback, 88 Pages, Published 1975 by Macmillan Pub Co ISBN-13: 978-0-02-311000-9, ISBN: 0-02-311000-7 |
 | | Timepiece Extending and Enhancing Learning Time by Loren W. Anderson, Dr Herbert J. Walberg Paperback, 56 Pages, Published 1993 by Natl Assn Of Secondary School ISBN-13: 978-0-88210-280-1, ISBN: 0-88210-280-X |
 | | A Handbook for Teacher Leaders(1st Edition) by Leonard O. Pellicer, Lorin W. Anderson Hardcover, 264 Pages, Published 1995 by Corwin ISBN-13: 978-0-8039-6172-2, ISBN: 0-8039-6172-3 "This book charts a course for developing and implementing an effective peer assistance and review program based on long-standing, successful programs." |
 | | Revising Bloom's Taxonomy(1st Edition) A Special Issue of Theory Into Practice (Theory Into Practice, Autumn 2002, Volume 41, Number 4) by Lorin W. Anderson Paperback, Published 2005 by Lawrence Erlbaum ISBN-13: 978-0-8058-9462-2, ISBN: 0-8058-9462-4 |
 | | The Effective Teacher - Study Guide and Readings by Lorin W. Anderson Paperback, Published 1989 by Mcgraw-Hill ISBN-13: 978-0-07-002038-2, ISBN: 0-07-002038-8 |
 | | Time and School Learning Theory, Research and Practice (Croom Helm curriculum policy and research series) by Lorin W. Anderson 260 Pages, Published 1984 by Croom Helm ISBN-13: 978-0-7099-0518-9, ISBN: 0-7099-0518-1 "7 INSTRUCTION AND TIME-ON-TASK: A REVIEW* Lorin W. Anderson Introduction The birth of interest in time as an essential learning variable and a potentially useful instructional variable can be traced directly to the work of John Carroll (1962, 1963). In his now-classic paper 'A Model of School Learning' Carroll makes two major points concerning the role of time in school learning. First, he suggests that learning is dependent on the ..." |
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